The Practice Of Educational Technology Competencies Among English Language Teachers At The Primary Stage In The State Of Kuwait

Abstract

This study aimed to identify the degree of practicing educational technology competencies among English language teachers at the primary stage in the State of Kuwait and their differences according to the variables of gender, academic qualification and years of experience. To achieve these objectives, the descriptive approach was used. The study sample consisted of (129) male and female teachers who were chosen by the stratified random method from teachers of the English language at the primary level in Al-Mubarak Al-Kabeer Educational District in the State of Kuwait. The questionnaire was used as an instrument to collect data. It consisted of (35) items divided into five competencies: planning for teaching, technological teaching methods and strategies, choosing educational devices, using educational devices and evaluation. The indications of the questionnaire’s validity and reliability in the Kuwait context were verified. The results showed that the degree of practicing educational technology competencies among English language teachers at the primary stage on the total score and all competencies came moderately. The competencies of technological teaching methods and strategies and planning for teaching obtained the highest means. Also, there were no statistically significant differences in the degree of practicing educational technology competencies among the study sample in the total degree and all competencies attributed to the variables of gender, academic qualification and years of experience. In the light of the results, the study presented a set of recommendations and suggestions.